DOI QR코드

DOI QR Code

Development of Positive Behavior Support Model for Children in Child Care Institution

양육시설 아동을 위한 보편적 긍정적 행동지원 모형개발

  • Chang, Eun Jin (Korea Baptist Theological University, Dept. of Counseling Psychology)
  • 장은진 (침례신학대학교 상담심리학과)
  • Received : 2018.12.23
  • Accepted : 2019.01.20
  • Published : 2019.01.28

Abstract

This study was designed to develop a positive behavior support model for children in child care institutions. For this purpose, a demand survey for PBS was conducted with 55 child care institution staff members. 76% of the respondents responded that PBS is needed to prevent problem behavior and can be a good alternative for personality education, and approximately 70% responded that they are willing to implement PBS. The specifications of the model are suggested as follows. First, the preparation step would consist of establishing a support team, educating staff members about PBS, selecting expected behaviors, assessing the current baseline behavior, and setting up a universal PBS environment. The application step would consist of instructing social skills, implementing reinforcement, personal goal-setting and assessing behavior, educating trouble-making students, and monitoring. Finally, at the outcome assessment period, measuring the change in target behavior from the pre-intervention to the post-intervention stage, change in social skills and academic achievement, and social validity is suggested. It is expected that application of this model to children in child care institution will decrease problem behaviors of students, enhance desirable behaviors, and boost the staff members' efficacy.

본 연구의 목적은 양육시설 아동을 위한 보편적 긍정적 행동지원 모형을 개발하는 것이다. 이를 위해 55명의 양육시설 종사자 직원을 대상으로 PBS에 관한 요구도를 조사한 결과, 응답자의 76%가 문제행동 예방에 PBS가 필요하며, 인성교육의 대안이라고 응답하였고, 70% 정도가 시설에서 PBS를 운영해 볼 생각이 있다고 응답하였다. 구체적인 모형을 구성해보면, 준비단계에서는 PBS 팀 구성 및 직원교육, 기대행동선정, 현재 행동의 기초선 측정, 보편적 PBS환경을 구축하기를 제안한다. 실행단계에서는 사회적 기술교수, 강화실시하기, 자기행동 목표정하기와 행동점검, 문제행동학생지도, 모니터링 방안을 포함한다. 마지막으로 중재/전-후-유지기 간의 목표행동 변화측정, 사회기술 및 학업성취도 변화, 사회적 타당도 등을 측정하는 효과평가단계를 제안한다. 이 모형을 양육시설 아동들을 대상으로 적용함으로써 문제행동의 감소, 바람직한 행동의 증진과 동시에 아동들을 지도하는 종사자들의 효능감도 향상시킬 수 있을 것으로 기대한다.

Keywords

Table 1. Demographic characteristics of orphanage staff

DJTJBT_2019_v17n1_457_t0001.png 이미지

Table 2. Staff members’ responses to the need survey

DJTJBT_2019_v17n1_457_t0002.png 이미지

Table 3. Example of expected behavioral matrix

DJTJBT_2019_v17n1_457_t0003.png 이미지

References

  1. B. R. Kim, K. S. Lee, J. A. Park & J. S. Lee. (2008). The Emotional-Behavioral Characters and Behavior Problems in Institutionalized Care Children: Focusing on gender differences. Korean Journal of Woman Psychology, 13(1), 43-61. https://doi.org/10.18205/kpa.2008.13.1.003
  2. H. J. Kim & S. H. Kim. (2017). The Effect of Psychological Rearing Environment on Resilience of Institutionalized Children: Mediating Effects of Attachment with Institution's Peers and Attachment with School's Peers. Korean Journal of the Human Deveolpment, 24(3), 57-73. https://doi.org/10.15284/kjhd.2017.24.3.57
  3. H. J. Kim, S. S. Han & M. W. Seo. (2008). The Mental Health in Child-Care Institution and Child Welfare Approach. Korean Journal of Child Welfare, 6(1), 29-47.
  4. Y. H. Ma. (2017). Effectiveness of a Multi-tiered Model of Positive Behavior Support: For Young Children and their Caregivers in Children's Residential Care Homes. Chong Sin University, Ph.D. thesis.
  5. H. J. Na, E. J. Chang, M. R. Han & K. S. Cho Blair. (2018). Class-Wide Positive Behavior Support on Reducing Problem Behavior and Increasing Academic Performance in an Elementary School Classroom. Korean Journal of School Psychology, 15(1), 91-109.
  6. H. J. Shin. (2018). Convergence Study about Factors on Problem Behaviors of Male Students in the Second Grade of Middle School. Journal of the Korea Convergence Society, 9(10), 407-414. https://doi.org/10.15207/JKCS.2018.9.10.407
  7. E. J. Chang. (2017). Development of Class-Wide Positive Behavior Support System for Elementary School. Journal of Social Science, 28(1), 176-191. https://doi.org/10.16881/jss.2017.01.28.1.175
  8. G. Sugai, R. H. Homer, G. Dunlap, M. Heineman & T. J. Lewis. (1999). Applying positive behavioral supports and functional behavioral assessment in schools. Retrieved from www.pbis.org.
  9. B. K. Scheremann & J. A. Hall. (2008). Positive Behavioral Supports For The Classroom. NJ: Pearson/Merrill Prentice Hall.
  10. D. Kincaid, G.. Dunlap, L. Kern, K. L. Lane, L. M. Bambara, F. Brown, L. Fox & T. P. Knoster. (2016). Positive Behavior Support: A Proposal for Updating and Refining the Definition. Journal of Positive Behavior Intervention, 18(2), 69-73. https://doi.org/10.1177/1098300715604826
  11. N. A. Gage, D. K. Whitford & A. Katsivannis. (2018). A review of schoolwide positive behavior interventions and supports as a framework for reducing disciplinary exclusions. Journal of Special Education, 1-10.
  12. B. Simonsen, J. Jeffrey-Pearsall, G. Sugai & B. Mccurdy. (2011). Alternative Setting-Wide Positive Behavior Support. Behavioral Disorders, 36(4), 213-224. https://doi.org/10.1177/019874291103600402
  13. J. Bradshaw. (1977). The concept of social need. In N. Gilbert & H. Specht (Eds.), Planning for social welfare: Issues, models, and tasks. Englewood Cliffs, NJ: Prentice-Hall.
  14. J. O. Choi. (2010). Development of Grade-Wide Positive Behavior Support System. Journal of special education : theory and practice, 11(2), 311-332.
  15. M. Stormont, T. J. Lewis, R. Beckner & N. W. Johnson. (2008). Positive Behavior Support Systems: in Early Childhood and Elementary Settings. California: Corwin Press. J. A. Noh., Y. H. Kim. (2012). Seoul: Sigma Press.
  16. B. Scheuermann & J. A. Hall. (2008). Positive Behavioral Supports For The Classroom(1st ed.). Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall.
  17. J. K. Luiselli, R. F. Putnam, M. W. Handler & A. B. Feinberg. (2005). Whole-school positive behaviour support: effects on student discipline problems and academic performance. Educational Psychology, 25(2-3), 183-198. https://doi.org/10.1080/0144341042000301265
  18. G. Sugai, R. H. Horner & A. Todd. (2000). Effective Behavior Support Self-Assessment Survey. Retrieved from www.pbis.org
  19. L. Bambara. (2005). Evolution of positive behavior support. In L. Bambara, & L. Kern(Eds.), Individualized supports for students with problem behaviors, (pp. 1-24). New York: Guilford Press.
  20. S. S. Kang & H. S. Lee. (2012). The Influence of Class-Wide Positive Behavior Support on Problem Behaviors and the Level of Satisfaction with School Life of Students in an Integrated Class of Elementary School. Journal of Emotional & Behavioral Disorders, 28(3), 1-35.
  21. M. S. Kim & J. Y. Park. (2005). The Effects of Classroom-Wide Positive Behavior Support on th Problem Behaviors of Students with and without Disabilities in an Elementary School. Korean Journal of Special Education, 40(2), 355-376.
  22. B. G. Solomon, S. A. Klein, J. M. Hintze, J. M. Cressey & S. L. Peller. (2012). A meta-analysis of school-wide positive behavior support: An exploratory study using single-case synthesis. Psychology in the Schools, 49(2), 105-121. https://doi.org/10.1002/pits.20625
  23. C. P. Bradshaw, T. E. Waasdorp & P. J. Leaf. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics. 130(5), e1136-e1145. https://doi.org/10.1542/peds.2012-0243